e-Learning and Augmented Reality

Definition of e-Learning in the Context of Postsecondary and Adult Learning

E-Learning, or online learning, is generally considered to be the delivery of educational endeavors - single courses or entire programs - using the implementation channels of web technologies. Most experts agree that time and geographical separation of learner and facilitator are important identifiers of online learning (Gilbert, 1995; Simonson, Smaldino, Albright & Zvacek, 2011). Effective e-Learning is typically more learner-centered than facilitator-led, and most experts agree that trying to replicate classroom practices in the online learning environment simply does not work (Conrad & Donaldson, 2004; Iverson & Colky, 2004; Koohang, Riley, Smith, & Schreurs, 2009). Many learners will pursue online courses because they fit well into their work and life schedules far better than a traditional classroom course. As constructivism is a popular and valuable learning model in creating online learning environments, it is important to consider how this would apply. Jonassen proposed what he called a “Constructivist Learning Environment” (CLE) instructional design model to develop quality learning environments (1999), which involved building an online course around a problem, subject or scenario. This online course would consist of contextual support, community collaboration and scaffolding. A similar approach to this in designing e-learning environments, “Scenario-Based e-Learning Design”, was envisioned by Iverson and Colky (2004).


e-Learning with Augmented Reality

Augmented reality-based technologies have the potential to allow online learners to become truly immersed in a learner-centered course environment. “AR has a strong potential to provide both powerful contextual on-site learning experiences and serendipitous exploration and discovery of the connected nature of information in the real world” (Johnson, Levin, Smith & Stone, 2010, p.21). If course content and activity are based on future real-world practice, the transfer of learning from virtual classroom to future professional settings would be seamless (Iverson & Colky, 2004). Instructional designers should, however, be careful not to let the augmented reality devices drive the design of the course. Focusing online course design on the delivery methods or the technology itself is folly not only due to the never-ending changes in technology, but because high quality online courses must be based on an excellent design. Dick and Carey once stated: “Most research suggests that it is the analysis process, and not the delivery mode, that determines the success of the instruction (Dick & Carey, 2011, p. 9).” Therefore, an online learning environment that employs augmented reality technology must be well designed following sound instructional design principles.


Application 1: Mobile Augmented Reality System Architecture for Ubiquitous e-Learning


Doswell, Blake, & Butcher-Green introduce the Context Aware Agent Supported Augmented Reality System (CAARS) e-learning headset, which creates a self-directed continuous learning environment that is both individual context aware and adaptive to learner action. This delivery method of e-learning is anytime, anyplace, and creates a new paradigm in human-computer interaction. The authors refer to this as a type of Mobile Augmented Reality Systems (MARS) e-learning environment, which continuously adapts to the learner and their needs through captured actions that are then interpreted by the software. Users are given digital information that is super-imposed over what they see in the real world, as is the case in many AR implementations. The CAARS headset is in effect a wearable computer - which detects, records and interprets user action to provide feedback based on their performance.

The authors demonstrate a potential application of the CAARS system by delivering an automotive repair learning environment. The technique they use is what is normally referred to as scaffolding: The user begins the task of assembling engine parts while being guided by instructions from the CAARS interface – both verbal and visual. Over time, the headset offers less and less coaching until the learner requires no assistance. The CAARS software is able to determine when a learner has mastered a particular task by his or her lack of error. This type of augmented reality implementation could be applied to most kinds of task-based learning. If there is a systematic approach to successfully completing something, and the steps can be recognized and interpreted by the CAARS goggles, any such e-learning course environment could benefit from the application of this AR.


Application 2: An Immersive e-Learning System Providing Virtual Experience


Authors Lee, Ko, Kang and Lee present an immersive e-learning system using augmented reality (AR) technologies often referred to as “mixed augmented reality”. Using advanced camera capture and virtual environment technology, participants are seemingly transported to an entirely new location. The system outlined in this study creates a virtual environment by presenting images of the participants, virtual environments and software generated avatars to interact with the learner. Like the majority of AR e-learning implementations, this virtual learning environment adapts to the needs and actions of the user - whether they be student, teacher or remote facilitator.

The particular project outlined by the authors involved students in one location that would interact with the “living museum” model, while an off-site facilitator would interact with them through the shared interface. The purpose of the local system is to record and collect the images on the learners and merge them with the virtual images of the remote facilitator and environment. Unlike most AR implementations, in this instance the user becomes part of the altered reality. Extending this idea, online learners could engage and interact with entirely virtual environments. Adult learners taking course in environmental hazard management could visit virtual disaster sites, interacting with all aspects of that specific situation via their avatar. Students working to gain an expertise in interior design may be able to create their proposed dream home and then move about it using this system. In effect, this type of virtual reality combined with real world educational interaction could essentially remove all boundaries in placing learners in their future career placements. By embracing this virtual world, learners would able to experience the true nature of the subject they are studying.


Application 3: LearnAR - eLearning with Augmented Reality




LearnAR is a readily accessible Augmented Reality application available to educators who would like to enhance their e-Learning or remote teaching. As learners would need only a webcam to make use of these AR enhanced lessons, the usual hurdle of technological costs for this kind of training is all but eliminated. Learners use special cards with coded information printed on them to interact with the learning software. The code cards are read and interpreted by the LearnAR system to provide students with virtual objects to interact with and determine their actions during their lesson. LearnAR is available as starter packs and specific subject expansions from the The Specialist Schools and Academic Trust (SSAT) website (SSAT, 2012). In looking at the video demonstration provided above, one cannot help but imagine the possibilities that this type of e-Learning training could hold.

Learn AR Demo - Biology
(The site requires a subscription, but if you have a [fast] computer with a printer and webcam, you can try their free demonstration for a biology lesson using LearnAR.)



e-Learning with AR Concluded

The above examples present three vastly different approaches to incorporating augmented reality technologies in e-learning environments. While all three rely on a learner-centered approach to instruction, each implementation takes an entirely different form. The CAARS headset follows the majority of augmented reality technologies, where digital data is superimposed over real world images to provide the learner with just-in-time coaching during their task based instruction. The ubiquitous implementation considered next reverses this model by putting a user-based avatar into a virtual setting. This allows the learner or facilitator to “visit” a virtual environment in which to experience their instructional setting directly. The third model, LearnAR, involves adding virtual objects to real world images of both the users and their setting. Given the range of potential application of AR technologies to e-learning environments, it is clear that augmented reality opens up entire new worlds of possibilities in online training.

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References

Alliban, J. (2010). LearnAR - eLearning with Augmented Reality [Blog]. Retrieved on February 2, 2012 from: http://jamesalliban.wordpress.com/2010/03/16/learnar-elearning-with-augmented-reality/

Burgstahler, S. (2008). Universal Design of Instruction: From Principles to Practice. In Burgstahler, S. & Cory, R. (Eds.) Universal Design in Higher Education (pp.23-43). Cambridge, MA: Harvard Education Press.

Conrad, R.M. & Donaldson, J.A. (2004). Engaging the Online Learner. San Fancisco, CA: Wiley & Sons.

Dick, W., & Carey, L. (2011). The Systematic Design of Instruction (7th edition). Glenview, IL & London, England: Scott, Foresman and Company.

Doswell, J.T., Blake., M.B., & Butcher-Green, J. (2006). Mobile Augmented Reality System Architecture for Ubiquitous e-Learning. 2006 International Workshop on Wireless, Mobile and Ubiquitous Technology in Education (WMUTE) (pp.121 -123). Athens.

Gilbert, S.W. (1995) Why distance education? American Association for Higher Education Bulletin (Vol.48, No.4).

Iverson, K., & Colky, D. (2004). Scenario-Based E-Learning Design. Performance Improvement (Vol.43, No.1, pp.16-22). International Society for Performance Improvement.

Johnson, L., Levine, A., Smith, R. & Stone, S. (2010) Simple Augmented Reality. The 2010 Horizon Report (pp.21-24). Austin, TX: The New Media Consortium.

Koohang, A., Riley, L., Smith, T. & Schreurs, J. (2009) E-Learning and Constructivism: From Theory to Application. Interdisciplinary Journal of E-Learning and Learning Objects, Volume 5. Retrieved on February 19, 2012 from:
http://ijklo.org/Volume5/IJELLOv5p091-109Koohang655.pdf

Lee, S.W., Ko, J.; Kang, S. & Lee, J. (2010) An Immersive e-Learning System Providing Virtual Experience. 2010 9th IEEE International Symposium on Mixed and Augmented Reality.

Simonson, M. R., Smaldino, S., Albright, M. J., & Zvacek, S. M. (2011). Teaching and Learning at a Distance : Foundations of Distance Education. Boston, MA: Allyn & Bacon, Pearson Education, Inc.

SSAT (2012). SSAT e-shop: Augmented Reality [Website]. Retrieved on February 15, 2012 from: https://www.ssatrust.org.uk/ssat/Pages/BrowseProducts.aspx?mcid=33&scid=55